The University of Tokyo.
Japan Society for the Promotion of Science.
Child Dev. 2021 Jul;92(4):e581-e598. doi: 10.1111/cdev.13489. Epub 2020 Dec 23.
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible changes in contextual representations. Experiment 2 observed such effects in younger children and showed executive functions were associated with the flexible representation of task context. Reminders did not perfectly compensate for the role of executive functions but wiped out individual differences in executive functions that contribute to children's acquisition of routines. Therefore, setting goals before context-dependent actions is necessary, but not sufficient, to modulate contextual representations in routines.
本研究考察了执行功能是否会影响儿童在执行重复的顺序动作时，灵活地表现任务情境。实验 1（N=52；3-6 岁）和实验 2（N=50，4-6 岁）中的日本儿童反复执行顺序动作；一组接受提示。实验 1 表明提示促进了情境表现的灵活变化。实验 2 在年龄较小的儿童中观察到了这种效果，并表明执行功能与任务情境的灵活表现有关。提示并没有完全补偿执行功能的作用，但消除了对儿童常规动作习得有贡献的执行功能个体差异。因此，在依赖情境的动作之前设定目标是必要的，但不足以调节常规动作中的情境表现。
